Future Students Research Articles

Exploring the Role of Vernacular Architectural Criteria in Providing Urban Resiliency: A Focus on Graduate Architecture Education

Architecture is a platform that embraces sustainable design principles and fosters collaboration. Future architecture students and graduates require new skills to address changing environmental conditions and climate changes. Buildings play a crucial role in environmental conditions, urban development, and the well-being of users. Architects have a responsibility to design safe and resilient buildings for sustainable cities. This study discusses the importance of sustainability awareness in architectural education and shares the results of the graduate course "Sustainability and Materials in Architecture." It emphasizes the role of buildings in addressing natural and urban challenges. The course outcomes showed that sustainable development goals can be achieved by drawing insights from vernacular architecture. Through such curricula, young architects can enhance their ability to design buildings and settlements that withstand natural disasters like earthquakes, floods, and landslides.

Advancing into Spaces of Possibility: How the Fridays for Future Movement Intertwines Future-Making Practices with the Creation of Educational Formats

The article explores the question of how political and pedagogical programs are intertwined in the process of designing a sustainable future, using the climate change protest movement Fridays for Future (FFF) as an empirical example. Particular attention is payed to the German Public Climate Schools, a collection of educational courses offered by FFF. The FFF movement emphasizes science and education and has created postdigital spaces for climate education. The article outlines the connection between education and the future, describes FFF and its approach to designing a sustainable future, explores the educational spaces developed by the movement via an analysis of some of the movement’s Twitter (now rebranding as ‘X’) feeds and web site, and provides a basis for further reflection and exploration. It is argued that the FFF movement represents a contemporary form of political future practice that is focused on creating a livable and shapeable future within a postdigital context.

Are Generations Really Divided by Climate? Preference for Conflict in Fridays for Future Media Coverage

ABSTRACT This paper analyses the role of the media in the representation of youth climate action, specifically the media tendency to construct the age-related aspects of climate change through a conflictual framing. A qualitative analysis of 347 articles on the Fridays for Future (FFF) activities produced by a diverse sample of the mainstream online Czech media reveals how media are generally absorbed by the generational perspective and conflict when covering the issue, but in two different ways reflecting the position towards the FFF. Conflictual framing is either based on a negative representation of the FFF movement itself, or, in the dominant case when the media are supportive of the movement, is created through an emphasis on the theme of intergenerational justice. We follow the theoretical approach of peace journalism calling for a substantial change in the media coverage of global crises and argue that, given the already polarised public opinion in Europe (and in the Czech Republic specifically), the media tendency to support yet another polarising perspective, based on age-differences this time, does not contribute to the possible solution of the problem.

Inclusive music teacher education: Valuing breadth and diversity through authentic immersive experiences

In this report of self-study research, we share the insights we have gained working together at our institution to make undergraduate music teacher education more inclusive of how people naturally do music, focusing on three program features. First, we explain how our program affirms composition as a primary form of musicianship, similar to the status commonly given to performance. Second, we describe a vernacular music making experience in which our music education students learn to play “rock band” instruments, engage in songwriting, and explore being expressive in the styles of music personally favored by themselves and their future students. Third, we share how our students have opportunity to work with an intergenerational choir that is inclusive of individuals with special needs. We have found that these creative, authentic, and immersive experiences produce a more inclusive educational orientation in the future music teachers who graduate from our program.

Suggestopedia Meets Multisensory Learning: A Synergistic Approach to Boosting Children's Creative Thinking and Expressive Language

Students must think creatively and communicate well. Students who fail to share their thoughts and discoveries may lack confidence and perform poorly in social situations. A study analyses how multisensory suggestopedia boosts student creativity and expressive language. This quantitative experiment uses non-equivalent control groups and explanations. This study featured 30 control and 30 experimental students. A sample of grade 1 elementary school students was chosen for the study. This study included questionnaires and observation checklists. A 12-item children's creative thinking questionnaire and an 8-item expressive language instrument were used in this study. This study tested normalcy and homogeneity. Data was further analysed using SPSS with independent sample t-test. Multimodal suggestopedia learning increased students' language and creative thinking, according to one study. Creative thinking and expressive language scores were high in the experimental group: 32.8 > 17.5 and 25.55 > 14.5. Additionally, each variable has a significance value of 0.000 < 0.05. The optimistic suggestions in Suggestopedia facilitate multisensory learning by engaging students' senses. Students' ability to think creatively and articulate their ideas is grown. Future students may benefit from Suggestopedia and other multisensory learning tools.

All Shades of Green: The Anatomy of the Fridays for Future Movement in Italy

The Fridays for Future (FFF) movement has emerged as a critical force in environmental activism in response to pressing climate challenges. Despite its global prominence, few studies have delved deeply into the internal lines of thought within FFF communities. Our research fills this gap by exploring the diverse perspectives within the Italian FFF community and how these viewpoints influence the movement’s civic and political dedication to environmental sustainability. We are specifically interested in the shades of green, namely the internal variations of attitudes and beliefs of the FFF participants. We conducted empirical research with over 300 climate activists from the FFF movement in Italy, collecting data from March to October 2022 using a Web-based respondent-driven sampling technique (webRDS). The questionnaire, comprising 27 questions, covers topics such as political values, institutional trust, technological attitudes, climate knowledge, and personal lifestyles. We chose Multiple Correspondence Analysis (MCA) for our analysis due to its valuable mathematical properties, capability for producing insightful visual representations, and efficient computational features. The analysis reveals four distinct groups within the Italian FFF community based on their attitudes and actions related to environmental sustainability. These groups include Activist Equalizer, Disillusioned Technophobes, Institution Trustee, and Laissez-faire Solitaries, challenging the prevailing notion that FFF activists solely fit the profile of Activist Equalizers often depicted in media and public discourse. Findings offer a novel picture of the FFF movement in Italy and contribute to a better understanding of how the internal diversity of FFF impacts the efficacy and future trajectory of environmental activism. This research offers new insight into the political role of FFF and its potential influence on climate-related political actions.

Should New Zealand medical schools use a lottery system to select their students?

Over the years, entry into New Zealand medical programmes has become increasingly difficult and controversial. Many worthy candidates are rejected from medical school despite having a strong academic background and excellent non-academic attributes. Medical schools’ obsession over choosing the most “outstanding” applicants has created great concern over the fairness and predictive ability of current medical school selection procedures, with some scholars pro- posing the use of a lottery admission system to select future medical students. This paper examines the issues related to the current selection system and evaluates the potential feasibility for a lottery to become a more neutral, inclusive, and fairer admission system.

Not Asking for Help/Feeling Dumb: Preservice Elementary Teachers Reflect on Math Classes

<p style="text-align: justify;">Preservice elementary teachers have had a variety of experiences in their math classes which influence their willingness to engage in math as well as their confidence in doing so. This study examined the responses of two sets of preservice elementary teachers, in 2017 and in 2022, to questions about their "best" and "worst" experiences in math classes. Previous research has seldom asked preservice elementary teachers to examine what they do as students to create a better math experience and research is only now beginning on how COVID-19 may have affected student behavior. Inductive analysis revealed that the emotional intelligence of teachers greatly affected preservice elementary teachers' willingness to meaningfully engage in math. For example, a recurring theme in the data was a strong sense of not wanting to appear dumb, which prevented the students from asking questions or seeking help when needed. This study demonstrates that the classroom environment plays a significant role in preservice elementary teachers' success in math, confidence and comfort level with the subject, and, undoubtedly, how they will eventually teach math to their future students.</p>

Predicting the Number of “Active” Students: A Method for Preventive University Management

Dropout prediction is an important strategic instrument for universities. The Austrian academic system relies on “student activity” for university funding, defined as accumulating 16+ ECTS credits per study year. This study proposes a combined method of machine learning and ARIMA models, predicting the number of studies eligible for funding in the next study year. Data from the University of Graz between 2013/14 and 2020/21 was used for machine learning, and data from 2011/12 to 2020/21 was used as a base for the ARIMA models. Repeated predictions for the outcome years 2018/19 to 2021/22 yielded values of accuracy at .82, precision at .76, and recall at .73. The results showed deviations between <1% and 7% from the official values. Differences may be explained by the influence of the COVID-19 pandemic. This study offers a new approach to gaining information about future successful students, which is valuable for the implementation of preventive support structures.

Social work virtual: preparing social work students for a digital future

ABSTRACT During the pandemic, social workers have faced increasingly complex client needs, and are simultaneously undergoing transformative changes in practice with the rapid uptake of digital technologies. To make the best use of these technologies, practitioners require new knowledge, skills, and competencies, yet to date, the development of digital competencies has not formed a curriculum priority in social work higher education. To address this gap, we developed the 8-week simulation learning experience Social Work Virtual. Combining the principles of best pedagogical practice in both face-to-face and online education, Social Work Virtual is specifically tailored to develop digital social work competencies under the mentorship of practicing clinicians. In this paper, we describe the challenges in higher education and healthcare service provision that prompted the development of this learning simulation, and the opportunities it provided for students to develop skills in social work assessment and intervention using digital technologies. We include a reflective account by a practice mentor in Social Work Virtual. The reflection offers insights into how this simulation experience addressed student learning needs amid a rapidly changing social and professional landscape. We then consider how educators may adopt similar pedagogical strategies to integrate digital competencies within their professional programs.

THE LONG PATH FORWARD FOR STUDENT LOAN FORGIVENESS

Less than a year after the Biden administration proposed forgiving up to $10,000 in federal student loan debt for most borrowers, the Supreme Court ruled the policy unconstitutional. At the core of the case was whether the HEROES Act of 2003 granted the Secretary of Education the authority to “waive or modify” federal student loan terms, up to and including forgiving those loans. The Court ruled in a 6-3 decision that broad forgiveness was beyond the scope of what Congress intended when passing the HEROES Act, further arguing in the majority decision that policies with such a large economic and political impact should be decided through Congress, and not executive action. In the wake of that decision, the Biden administration has shifted policy toward improving the borrowing process as well as the repayment process. Political attention has focused on repayment (from the Biden administration’s attempts at loan forgiveness to Republican-sponsored legislation proposing new repayment structures) but must also turn to reforming how students decide whether and how much to borrow to ensure future students do not face unmanageable student loan debt.

Interactive map «Patient Enquiry» as a teaching method for medical students

The need for a serious theoretical understanding of dynamically developing types of visual media content, which include interactive infographics has determined the relevance of the research. Medical students must structure, present and remember the algorithm for questioning the patient. The creation of such texts provides favorable conditions for the implementation of the principles of visibility and communication. One of the practical methods of such a multimedia text can be an educational and methodological cluster on the topic «Angina pectoris», designed to train foreign students of medical universities, which helps to form and develop the necessary skills and competencies of future medical students. The problem of the research is to substantiate the interactive map “Patient Enquiry” as a method of teaching medical students.The purpose of the research is to create interactive infographics aimed at systematizing and consolidating the knowledge of medical students in the «Patient Enquiry» section.The research methods. The article describes practical experience of creating interactive infographics of the «Patient Enquiry» section (on the example of Angina pectoris) for 2d and 3d year medical students.The research results. The first information block is a list of information requested by a doctor from a patient. Block II is a cluster of lexical and grammatical information materials. Block III includes interrogative constructions for each thematic block and options for the patient’s answers.Key findings. The dominance of visual information has a meaningful and structural impact on both the educational sphere and psychology of a student. A doctor with communication technologies is able to create an atmosphere of trust and mutual respect that is comfortable for a patient, to solve his professional task - to effectively diagnose the disease. The result of teaching the language of the specialty should be stable knowledge, skills and communication skills in the educational, scientific and professional fields with further access to a doctor’s professional speech.

LEARNING METHOD TRAINING PROJECT BASED LEARNING (PBL) FOR STUDENTS STIT NAHDHATUL ULAMA AL FARABI PANGANDARAN

The purpose of this service activity is to provide knowledge and skills to prospective teachers of Islamic Religious Education at STIT NU Al Faraby Pangandaran in applying the Project Based Learning (PBL) learning method. The implementation of this service uses training and simulation methods including the provision of material, demonstrations, exercises, and simulations. Evaluation is carried out to determine the understanding and skills of trainees by comparing the results of the pre-test and post-test then analyzed quantitatively with the calculation of N-Gain. The results of this service show that prospective teachers who are students of the PIAUD STIT NU Al Faraby Study Program can apply the Project Based Learning (PBL) learning method with all learning steps well. With this activity, it is hoped that in the future prospective PIAUD teacher students can apply the PBL method directly in teaching practice (Teaching Internship Activities) besides that it can also directly increase confidence in carrying out their teaching duties after graduating at their respective workplaces.

Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.

Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis

Over the past few years, there has been a significant increase in the utilization of artificial intelligence (AI)-based educational applications in education. As pre-service teachers’ attitudes towards educational technology that utilizes AI have a potential impact on the learning outcomes of their future students, it is essential to know more about pre-service teachers’ acceptance of AI. The aims of this study are (1) to discover what factors determine pre-service teachers’ intentions to utilize AI-based educational applications and (2) to determine whether gender differences exist within determinants that affect those behavioral intentions. A sample of 452 pre-service teachers (325 female) participated in a survey at one German university. Based on a prominent technology acceptance model, structural equation modeling, measurement invariance, and multigroup analysis were carried out. The results demonstrated that eight out of nine hypotheses were supported; perceived ease of use (β = 0.297***) and perceived usefulness (β = 0.501***) were identified as primary factors predicting pre-service teachers’ intention to use AI. Furthermore, the latent mean differences results indicated that two constructs, AI anxiety (z = − 3.217**) and perceived enjoyment (z = 2.556*), were significantly different by gender. In addition, it is noteworthy that the paths from AI anxiety to perceived ease of use (p = 0.018*) and from perceived ease of use to perceived usefulness (p = 0.002**) are moderated by gender. This study confirms the determinants influencing the behavioral intention based on the Technology Acceptance Model 3 of German pre-service teachers to use AI-based applications in education. Furthermore, the results demonstrate how essential it is to address gender-specific aspects in teacher education because there is a high percentage of female pre-service teachers, in general. This study contributes to state of the art in AI-powered education and teacher education.

(Meta)Cognitive Presence for Graduate Student Teacher Training

This qualitative study examines cognitive presence in a graduate-level online pedagogy course that introduced students to the Community of Inquiry (CoI) framework. Students wrote weekly reflections that described their own learning and speculated on how they could apply what they learned to create positive online learning environments for future students. This article focuses on a reflection students wrote about cognitive presence in which they analyzed their own engagement with the four phases of practical inquiry during the week they read articles that theorized cognitive presence. The results illustrate the value of metacognition about cognitive presence as a teacher training tool. The CoI framework gave students a vocabulary to describe their own learning and prompted them to reflect on when that learning was or was not visible to the instructor. This knowledge positively impacted their plans for designing learning environments to help their future online students move through the four phases of practical inquiry.

Experiential methods in ethical education of nursing and midwifery students

Abstract Introduction. Nursing, midwifery ethics education has been changing over the years. The necessity to reduce the knowledge-practice gap has been highlighted, consequently, modern training methods - based on experience - have been introduced. Aim. To present the importance of empirical teaching methods in the formation of ethical competence of nursing and midwifery students and and the objectives of the project implemented under the ERASMUS + program, KA220-HED entitled “Strengthening the ethical competence of future nurses and midwives: An inter-professional action-learning project on experiential training methods (ETHCOM)”. Material and methods. A non-systematic literature review was performed using databases (PubMed, CINAHL Complete). The analysis included 38 articles published between 2010 and 2023 in Polish and English. Results. In traditional methods of ethical education, the teacher plays the main role, while in those based on experience – the student. Among the experiential methods of learning ethics by nursing and midwifery students that are eff ective in acquiring and development of ethical competence can be distinguished, e.g. learning through games, storytelling, simulation etc. The selection of an educational method in the process of training ethical competence among nursing and midwifery students is important so that future students are able to face contemporary ethical problems.

Curriculum Reforms in Namibia: Progress, Derailments, and Possible Solutions for a Competitive Future

The study analyzed the Curriculum Reforms in Namibia’s progress, derailments, and possible solutions for a competitive future. Educational reform and curriculum revision are crucial to redressing apartheid colonialism’s inequitable and fragmented education system in Namibia and building a responsive curriculum that prepares students for a better future. While noticeable progress is observed regarding access to education, policy development, and curriculum reform, many challenges remain. Thus, this study aimed to review literature from Postcolonial Namibia to determine the causes of Namibia’s basic education responsiveness and transformation before and after independence. The paper argues that implementing a responsive curriculum is critical for many reasons. This study employed a qualitative approach encased in a phenomenological interpretive framework with the literary analysis of Namibia’s curriculum reform. Additionally, the paper was couched by Moll’s Curriculum Responsiveness Theory to determine whether Namibian curricula at various epochs were responsive to learners’ and societal needs. The study reveals that curriculum reform is the dominant of politically driven, overly ambitious aspirations in the reform process. Furthermore, the Ministry of Education preaches access to education and curriculum reform without providing adequate teaching resources; classrooms and teachers expected to teach the new curriculum were not trained in content and pedagogy. The study recommends that curriculum revision be aligned with social congruence and not add to the country’s education sector’s problems.

What affects the choice of forestry profession by Ukrainian students?

Abstract Currently, Ukraine is outlining a problem with the recruitment of students to the Faculty of Forestry. The solution to this problem is possible only if the necessity of transformation of the forestry industry and the corresponding transformation of the forestry education system are realised. Based on the study of scientific literature, the main motivating factors, according to which future students decide to become foresters, were identified. These factors were included in a questionnaire offered to first-year forestry students. The results of the questionnaire were compared with the data from the scientific articles. As a result, some aspects to pay attention to in order to increase the attractiveness of forestry as a field of study were identified. It was found that the predominant motivating factors for choosing a forestry profession are enjoyment of nature, recreation in nature, spending time in the fresh air, concern for the environment and interest in forests. Salary of forestry specialists proved to be the strongest factor for hesitation in choosing the profession. The next step of our research will probably be to investigate the opinion of Ukrainian students about the quality of educational programmes.

McGill School of Religious Studies Bachelor of Theology Survey

This paper offers a brief analysis of a survey created with the intent of better understanding the student experience of those enrolled in McGill University’s Bachelor of Theology. The questions were crafted with the objective of understanding how certain demographic features – education, age, ethnicity, and origin of province or country – have affected the experience of students in the Bachelor of Theology program during their first semester. The paper reviews the survey data with the aim of offering some tangible ways to better meet the changing needs of current and future students in McGill’s Bachelor of Theology program.